MATERIAL & METHODS

BACKGROUND & OBJECTIVES IMPLEMENTATION DISCUSSION

CONCLUSION

A Blended Learning Radiology Interpretation LaboratoryCamila Pacheco-Pereira1, Anita Parker2, Kari Rasmussen1, Ellen Watson2

1University of Alberta, Faculty of Medicine and Dentistry, School of Dentistry; 2Centre of Teaching and Learning, University of Edmonton, Alberta, Canada

REB at the University of Alberta granted for the protocol

and informed consent process - Pro00068435

Participants: all DH senior students who participated in

the dental radiology module, between October and

December of 2016 completed the Rad interpretation

module.

.

Students’ perception of their confidence after the lab:

“It definitely increased my confidence because we went

so much more in depth and thoroughly through

everything…”

“Um, I’d say it’s still limited. According to our scope of

practice, we should be able to diagnose, I don’t feel

comfortable.”

“So, my confidence level on, um, looking at x-rays, if I was

to say suspect an-a cavity in one area, I'd wanna double

check with somebody else if it wasn't quite as obvious.”

Students reported their evaluation of the BL model on their

2016/17 Exit Survey:

The oral radiology interpretation lab improved my learning

process for interpreting oral images.

Future directions. The description of the student’s

confidence in their abilities will enable the DH program

to examine the competencies required and balance

these requirements with the overall classroom,

laboratory and clinical settings that these students

experience as part of their overall education.

Since 2006, Dental Hygienists in Alberta have been

entrusted to prescribe and interpret x-rays for patients.

Prior to this time, interpretation fell solely within the

Dentists’ professional practice.

Our program could respond to these changes in the

professional landscape by creating an impactful learning

experience that focused not only on the skills of the

learners but also on their confidence levels.

Overall the inclusion of a blended learning laboratory

session has increased moderately the students’

confidence at this point in their learning.

Their constructive feedback favor the re-design of the

second lab happening this fall.

• Centre for Teaching and Learning

• Educational Research and Scholarship Centre, Dentistry

To improve students’ confidence with interpretation, a

radiology interpretation laboratory, designed using a

blended-learning model, was added to the radiology

program.

This study aims to raise the students' perceptions of their

own level of confidence in interpreting dental x-rays after

engaging in the laboratory session.

Learning Outcomes:

Dental Hygiene Class Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Total Weighted

Average

2016 5 1 9 19 5 39 3.46

2017 Blended Learning

Introduced

0 3 4 19 13 39 4.08

• 39 participants from

Dental hygiene (DH)

program

• F=38 & M=1

• Tablets

• Explain Everything app

to load the images

Increase students confidence and motivation

Improve academic performance by integration of online and small groups learning

Recognize abnormalities and incidental findings on oral radiographs

Apply a standardized screening methodology for radiographic interpretation

F2F: Rad interpretation

images

Discussion of cases & scenarios• Formative Quiz

• Extra Radiographs

• Interview assessing confidence

F2F: Imaging Circuit

The laboratory session itself was described as beneficial and

positive by the students. Most of the suggestions for

improvement were identified and have already been

incorporated into our next course session.

Lessons to learn:

Clear instructions & deadlines

Small groups

discussions

Calibration of DH &

DDS instructors

ACKNOWLEDGEMENTS

contact: camila.pereira@ualberta.ca